Leading for Racial Equity Prerequisite: professional development in both staff identity and equitable practices

Theory of Action: IF Leaders sharpen their equity lens by increasing awareness of their identity,
implicit racial bias, and role in promoting white supremacy, and internalize the equitable practices
that combat institutional racism to ensure their policies, behaviors and values represent the
communities they serve; THEN schools will create the culturally responsive learning environments
essential to dismantle interpersonal racism and inspire interactions between staff and student
that exemplify culturally relevant care; SO THAT students of color develop the self-concept and
skills vital to attaining both critical consciousness and high achievement.

School Culture Equity Rubric

Culturally Relevant Care (weekly)
INTERACTIONS Passive/Exclusionary Compliance/Symbolic Change Affirming/Identity Change Transformative/Structural Change
Suppression of student experiences Students’ race, experiences and cultural
KEY INDICATOR: Students’ race, experiences and cultural Students’ race, experiences and cultural
and/or cultural practices is overt and practices are validated and affirmed
Centering Lived practices are validated and affirmed by staff practices are validated and affirmed by staff
required to be successful (harmful sporadically by staff (transactional
Experience on a regular basis (positive interactions) intentionally and consistently
interactions) interactions)
Students are greeted when entering the
Validate and Affirm Students are not acknowledged when Students must greet teacher when entering Students are greeted when entering the
classroom in a way that is situationally
(Greeting) entering the classroom the classroom classroom
appropriate or culturally relevant
Staff initiate a check-in with every student Staff initiate an individualized check-in with
Validate and Affirm Check-ins between staff and student are Staff inconsistently initiate or student
using a universal structure with limited every student, ask inquiry questions and
(Check-in) rarely observed or not present initiates check-in
follow-up questions or staff sharing share aspects of self when appropriate
Staff inconsistently issue praise to a subset Staff maximize every opportunity to praise all
Staff praise of students is extremely Staff routinely praise every student, using a
of students through impersonal delivery of a students, always using an enthusiastic tone,
Validate and Affirm limited or not observed at all, primarily friendly tone and expression, focusing not
universal sentence structure driven by staff positive expression, include student specific
(Praise) used to reinforce the negative (what
approval around students following
on staff approval but student effort and
context highlighting effort and/or progress
students are not doing) product interchangeably
directions made
Proactive measures and individual
Proactive measures and individual
Build and Bridge Proactive measures and interventions are Proactive measures and interventions are interventions are observed (i.e. calming
interventions are observed, yet limited in
(Proactive Supports) absent absent or limited only to a few students
scope (i.e. behavior plans)
corners, sensory rooms, mini-breaks,
mindfulness act., etc.)
Staff-student relationships focusing on
student identity and individual student assets
are the sole means to support positive
Staff biases and deficit thinking patterns Colorblind or individual deficit thinking
Misbehaviors are addressed in a calm, clear behavior. Specific interventions and
are evident in response to student sometimes evident in response to student
Build and Bridge and logical manner. Staff remain accommodations are readily observed, and
behavior. May include public shaming, behavior. Consequences may be systematic
(Responding to Student sarcasm, threats, student and predictable, yet do not always match
emotionally regulated and utilize inquiry to routinized systematic responses are not
Behavior) help deliver consequences that match both present nor necessary. Students are
isolation/removal or other unpredictable the situation and delivered with low
the specific situation and student context. empowered to hold themselves, their peers,
and/or drastic consequences. emotional regulation.
and their teachers accountable to ensuring
the classroom is a fully inclusive, supportive
and safely challenging community.
Emphasis on academic language
Build and Bridge Situational appropriateness explicitly Situational appropriateness regularly named
("inappropriate" or "incorrect"), students
(Culturally Relevant experience shaming when not
Code switching named named - make connection between home and students are given opportunity to
Linguistics) culture and school culture. practice.
conforming to school culture
Leading for Racial Equity
Culturally Responsive Learning Environment (monthly)
OBSERVATIONS Passive/Exclusionary
KEY INDICATOR: School-wide messaging require students
Lived Practice to assimilate to white normative culture
School values openly maintains the
School Values (Content) dominant group's power and privilege.
School Values School-wide values are essentially
(Integration) unknown and/or not observed anywhere
Building is in poor repair, trash or dirt
Building Cleanliness readily observed, and multiple misplaced
objects are adding clutter
Models of excellence displayed are
Classroom Environment predominantly White
Common Space Print environment of the school does not
Print Environment reflect any aspects of student identity
Seating model isolates students due to
Common Space/ race, behavior concerns, or other
Classroom Layout indicators, and does not reflect value in
students
Large group student movement is
Common Spaces/
disorganized and requires excessive time
Transitions to execute
No documents available in heritage
Family Communication language
DOCUMENTATION Passive/Exclusionary
Intentional policies and practices in place
that support the institutionalization of
KEY INDICATOR:
racism at all levels. Monocultural norms
Operational Principles
of dominant culture viewed as the right
way.
POC primarily staffed in apprentice
Staffing teacher positions, instructional support,
SPED, entry level positions
Prerequisite: professional development in both staff identity and equitable practices
Compliance/Symbolic Change
School-wide messaging embody a colorblind
approach - intentionally removing
experiences of race and culture to view
students as individuals
School values reinforce White normative
expectations of school culture and reinforce
paternalistic views of students and
community.
School-wide values are unclear and not
readily observed across mediums (i.e.
limited predominately to written
documentation - handbooks and/or signage)
Building is in good repair with some trash or
dirt found, placement of objects is creating
some congestion
Few like models of excellence are easily
available and accessible, equal white/POC
Print environment of the school is raceless,
cisgender normative (images on walls etc.)
Seating set up in traditional model and not
set up for student to student talk /
interaction
Large group student movement is organized
yet inconsistently executed and based on
poverty disciplining
Legally required documents provided in
heritage language
Equitable Policies and Practices (semi-annually)
Compliance/Symbolic Change
Makes official policy pronouncements
regarding diversity, but little or no
contextual change in culture, enactment of
policies and decision making.
POC overrepresentation in disciplinary roles
(e.g. Dean of Culture)
Affirming/Identity Change
School-wide messaging reflect assets of
students in building (language, symbols,
images, etc.)
School values reflect assets of students and
community and elevate student identity.
School-wide values are clear, actionable,
and observed across the main components
of the school experience (i.e print
environment, recognitions, school-wide
themes)
Building is in good repair, well-maintained
and every object has an assigned location
Some models of excellence are available
and accessible (>30% books in class library
with students of color as main characters)
Student population reflected in print
environment of the school (evidence of
student work, artifacts, some inclusion of
home culture, photos of students etc.)
Seating model allows whole group
discussion, partner work, peer engagement
Large group student movement is well-
organized, consistently executed and absent
of poverty disciplining
Some words displayed in heritage language
Affirming/Identity Change
Begins to develop intentional identity and
increases commitment to dismantle racism
and inherent White advantages.
POC in instructional roles
Transformative/Structural Change
School-wide messaging reflect assets of
community (language, symbols, images, etc.)
School values based on anti-racist
commitments to the community. School
values speak to a future vision of the school
that has overcome systemic racism and
disrupts the dominant group's power and
privilege.
School-wide values are clear, concise,
actionable, and fully integrated into all areas
of the school experience (i.e. print
environment, recognitions, school-wide
themes, morning mtg/advisory scope &
sequencing, staff-student reflection,
trips/events, everyday language, etc.)
All areas of the building are in pristine
condition and all objects are organized.
Models of excellence are easily available and
accessible (>50% books in class library with
students of color as main characters,
examples of scientists, doctors, politicians
etc.)
Surrounding community and student
population reflected in print environment of
the school (Bulletin boards/visuals reflect
racial, ethnic and cultural backgrounds of
students and community)
Students are grouped for cooperative
learning and communal engagement
Large group student movement is well-
organized, self-monitored, and absent of
poverty disciplining
Consistent use of heritage language in family
communication and school displays
Transformative/Structural Change
Audits and restructures all aspects of
institutional policies. Implements structures,
policies and practices with inclusive decision
making and other forms of power sharing.
POC in instructional and leadership roles
Leading for Racial Equity
Recruitment and Talent School leadership team does not reflect
Pipeline the community
Professional Race and equity not explicitly addressed
Development in PD strands
Data
Academic tracking (AP/Honors, remedial)
(Academic Access)
School-wide and subgroup data is not
Data
easily accessible, minimal in scope and
(Systems)
rarely reviewed
Data (Disproportionality Gross overrepresentation by
in SPED) race/gender/EL in SPED population
Gross overrepresentation by
Data (Disproportionality
race/gender/EL in discipline data
in Discipline) (suspensions / referrals)
Means of communication to staff,
Communication
students and families are inconsistently
(Frequency / Mode) executed and limited to a single form.
Dress code targets and disallows cultural
Dress Code practices (hair, jewelry etc.)
Zero tolerance discipline policies in place.
Discipline systems revolves around
punitive policies (paychecks, automatic
Discipline Systems suspensions, suspensions for disrespect,
etc.). Poverty disciplining measures may
be in place (i.e. earning desks, uniform or
other materials)
Processes for referring, identifying and
Student Support
monitoring SPED students are absent or
(SPED)
unclear
Student Support
Community meetings rarely occur and are
(School / Classroom executed in a white normative manner.
Community)
Traditions &
School traditions are white normative.
Celebrations
Student leadership, enrichment and
Student Programming extracurricular programming are not
readily available or observed
Family and Community Families are not welcome in building
Engagement unless necessary for scheduled meetings
Prerequisite: professional development in both staff identity and equitable practices
School leadership is predominantly White
(<50%)
Regional PD or site based on race, equity
and/or trauma in summer only
Teacher recommendations required for
certain courses
School-wide and subgroup data requires
multiple platforms to access, is limited in
scope and manipulation capability, is only
periodically monitored, and infrequently
shared
Overrepresentation by race/gender/EL in
SPED population
Overrepresentation by race/gender/EL in
discipline data (suspensions / referrals)
Means of communication to staff, students
and families are consistent yet infrequent
and limited to 1 or 2 forms
Dress code is free of discriminatory
statements
Response to student incidents is
inconsistently executed and rationale for
decision-making is unclear
Processes for referring, identifying and
monitoring SPED students are inconsistently
executed
Community meetings, circles occur
infrequently, lacking clear purpose /
continuity.
School traditions may occasionally include
race/culture in a symbolic way (e.g. Black
History Month, or Cinco de Mayo), Emphasis
on teaching grit (vs. resilience)
Student leadership, enrichment and/or
extracurricular programming is informal and
primarily driven by individual staff initiative
Families are welcome into the building for
special events only
POC identified in pipeline for leadership
roles, Leadership team represents comm.
Occasional regional and site-based PD
opportunities for staff on race, equity,
trauma
Courses are accessible to all students,
proactive plans are in place.
School-wide and subgroup data is accessible
through a single platform, has sightlines
across grade, teacher and individual
student, is consistently monitored and
shared with staff
Staff is aware of disproportionality in SPED
population and is working to address
Staff is aware of disproportionality in
discipline data (suspensions / referrals) and
is working to address
Means of communication to staff, students
and families are consistent, frequent and
utilize 2 forms as primary sources
Dress code is both gender neutral and
allows for some cultural expression
Response to student incidents is predictable
and based on severity and context, yet
restorative practices is used in a limited
capacity (i.e. severe incidents only)
Processes for referring and identifying SPED
students are present, however, monitoring
progress is inconsistently executed
Community meetings or circles occur
periodically, have clear purpose, and
validate students’ experiences and needs
within the school.
Students experiences and cultural practices
are validated through some school
traditions
Student leadership, enrichment, and
extracurricular programming is formalized,
yet limited in student participation
Families and community members are
welcomed into school building, no formal
program / partnership present
Talent Development Pipeline procedures
support POC
Recurring (quarterly to monthly) regional and
site-based PD opportunities for staff on race,
equity, trauma, and how it informs school
culture overall
Acceleration and remediation based on
individual student need to ensure access is
available
School-wide and subgroup data is accessible
through a single platform, has sightlines
across grade, teacher student, gender and
race, is routinely monitored to drive all
decision making, and is regularly shared with
staff
Staff has proactive plans in place to interrupt
biases and address disproportionality in SPED
population
Staff has proactive plans in place to interrupt
biases and address disproportionality in
discipline data
Means of communication to staff, students
and families are consistent, frequent, utilizes
multiple forms and owned by varying
stakeholders
Dress code is explicitly gender neutral and
culturally affirming
Response to student incidents is predictable
and includes a restorative conference and
logical consequence based on both severity
and context
Consistent and predictable processes for
referring, identifying and monitoring SPED
students are present, in addition to full crisis
response plan in place
Community meetings or circles occur on a
routine basis, have clear purpose, and
proactively address comm. events / issues
and support student identity development
Students experiences and cultural practices
are validated on a regular basis through
school traditions (tribal, ballet folklorico,
harambe, los dichos)
Student leadership, enrichment and
extracurricular programming is formalized,
robust and open to all students
Families and community members are
welcomed into school building daily,
evidence of formal program/partnership and
influence are observed
Leading for Racial Equity Prerequisite: professional development in both staff identity and equitable practices

Focus Group Questions Teachers: Do you feel like there is discrimination or bias within KIPP? Where does it show up?
Does your school or region have a common definition of equity? Are students at your school treated fairly?
What does your school do well when it comes to promoting equity? Do you think that students can be themselves at school?
What is one next step your school or region should take when it comes to Is there anything else you would like us to know?
promoting equity?
Do you feel that POC are given the same access to leadership pathways at your site Focus Group Questions Students:
or in your region? What is one thing you love about your school?
How does your school respond when community agreements/rules/etc. are What is one thing you wish you could change about your school?
breached by a student? By a staff member? Can you be yourself at school? Why or why not?
Are race and equity included in your professional development? If so, how? Has it Are students treated fairly at your school? Why or why not?
been effective? What is one thing you wish your teachers knew about you?

Appendix:
Definition of Terms:
Cisgender When one’s gender identification matches the biological gender assigned at birth
Colorblind/Raceless Ideology Believing that seeing/acknowledging race will have a negative impact. Often leads to erasure of people of color’s lived experience and devaluing of
race and culture, while normalizing white cultural norms
Cultural Resonance framing that is salient to the students lived experience
Dominant group’s power and privilege Unearned access to power and privileges both formal and informal given to members of the dominant group
Identity All aspects that make up who a person is including: race, ethnicity, gender, sexuality, religion, age, etc.
Model of Excellence When the aspirational model for a given subject reflects the student population thus making the perception of the field accessible/attainable to students of
color (example: using Dr. Vivien Thomas as a model of a prominent scientist)
Poverty Disciplining requiring, demanding extreme compliance, additional barriers to people living in poverty, in order to receive basic rights, opportunities and services.
Racism (internalized, interpersonal, systemic/institutional) Individual interpersonal or internal, institutional or systemic ways that consequences are enacted based upon the
privileging of the socially constructed White group, currently delineated non-white groups (e.g. Black, Latino).
Situational Appropriateness/Code Switching changing one’s cultural appearance, tone, dialect, and/or body language to match the situation. Most frequently used in academia
to appropriate white normative values/behavior.
V.A.B.B. (Validate-Affirm-Build-Bridge) (source: Dr. Hollie, CLRT p. 23) verbal validation and affirmation of the home culture and language for purposes of building and bridging
the student to success in the culture of academia and mainstream society
White Normative Referring to language, physical presentation, teaching style, tone, classroom layout, etc. that reinforce values and practices of White American society.

Sources:
Continuum on Becoming an Anti-Racist Multicultural Organization, Adapted from original concept by Bailey Jackson and Rita Hardiman
Fergus, E. (2017). Solving disproportionality and achieving equity: A leader’s guide to using data to change hearts and minds. Corwin, Thousand Oaks, Ca.
Hollie, S. (2012). Culturally and linguistically responsive teaching and learning: Classroom practices for student success. Shell Education, Huntington Beach, Ca.
Howard, T.C. (2010). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms. Teachers College Press, New York, NY.
http://www.racialequitytools.org/